Abstract

Due to various influences, universities have opened up more and more in recent years and, above all, have lowered the barriers to access to education and knowledge. A decisive factor in this opening has been the use of the Internet, which has made new forms of participation and collaboration possible. Teaching-learning situations can be interdisciplinary, cross-institutional and adaptive. The decentralised character of the network allows learners, teachers and researchers to move closer together if they are willing to meet each other openly. Against this background, processes of co-production of knowledge by teachers and learners and their context dependence are of crucial importance. In response to the requirements identified in the course of our study, there are various possibilities for shaping the interplay between technology and didactics. Three central design recommendations can be derived in this respect:

- Cross-stakeholder participation in the design process- Anchoring openness as a social practice at universities- Strengthening Commitment through Politics